A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan (S.Pd.) in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alauddin Makassar
By: H U S N I
Reg. Number: 20401106170
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF ALAUDDIN
Dengan senantiasa mengharapkan ridha Allah SWT, yang bertanda tangan di
bawah ini menyatakan bahwa skripsi ini adalah benar- benar hasil karya penyusun
sendiri. Jika dikemudian hari terbukti bahwa skripsi ini merupakan duplikat, tiruan
atau dibuat oieh orang lain secara keseluruhan atau sebagian, maka skripsi dan gelar
yang diperoleh karenanya batal demi hukum.
Makassar, 27 Agustus 2010
Penulis
H U S N I
the Almighty Allah SWT who has given His blessing, mercy, and guidance to her in completing this thesis, which is one of the requirements to attain the degree of Sarjana Pendidikan in English Education Tarbiyah and Teaching Science Faculty UIN Alauddin Makassar. Bless be upon, also to the prophet Muhammad SAW, who has guided the human being from the worst to the piece.
The writer realizes that in writing this thesis many people have contributed her with their help, support motivation, and advice. Therefore, the researcher would like to express her deepest sincere appreciation to:
1. The researcher’s beloved parents, Haruna and Nuriah who always pray, educate, encourage and provide material support, so that she could finish this thesis. Besides, she also thanks to her brother and sisters: Mistri & Sugianto, Risman & Nurhidayah, Jumriani S.Pd & Ahmad Dolla, Sahril, Gunawan, and Enita, who always give her many kinds of spirit, material support, love and praying in finishing her study.
2. Prof. Dr. H. Azhar Arsyad, M.A.,the Rector of Alauddin State Islamic University (UIN) Makassar.
3. Prof. Dr. H. Moh. Natsir Mahmud, M.A. as the Dean of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic Universitiy (UIN) Makassar.
4. Dra. Djuwairiah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah, M.Pd.I, the head and secretary of English education department of Tarbiyah and Teaching Science faculty of Alauddin State Islamic University (UIN)Makassar.
6. My beloved family; grandfathers, grandmothers, uncles, aunts, cousins, and for my beloved nephew and nieces; Lutfiah Latifa, Aulia Akila, Farik Fahras and Alifah Amalia. All of family that could not be mentioned here. Thanks for help and motivation.
7. My beloved friends in “JUST SPEAK IT” team; Kamrida Habe SPd, Abu Nawas S.Pd, Uhma S.Pd, Suardi S.Pd, Nur mayanti S.Pd, St. Herlina, Sahriati, Yohana, Asni, Abdi, Fatih, Jusman, Adi, Irhas Najrin and so on.
8. Drs. H. Muh. Yasin as the headmaster of SMAN I Maiwa Enrekang, and special thanks for the English teacher of the second year of SMAN I Maiwa, Rahman Alwi S. S, and the staff of SMAN I Maiwa for their help during the writer research.
9. The second year of SMAN 1 Maiwa who had been actively participated to be the respondents of the research.
10.The researcher’s classmate in English Department PBI 9&10 (EIGO NINETEN/LOVAMATES INVICTUS SPIRIT) (the 2006 generation), best friends in Nur Mayanti S.Pd, Suardi S.Pd, Abdi , St. herlina, Mutahharah, Gusiar SPd, Arin and ShuHarni, Ria, Musdah, Irfan, Dedi, Ela, Rusni, Ela, putriani, Raslia, Ani, Aminah, Raodah, Sa’diah, Mardiah, Nurbiah, Raodah, Nur Ihsan and all friends could not be mentioned here. Thanks for friendship, togetherness and suggestions to the researcher.
The researcher realizes that, this writing thesis is still the simplest one.
Remaining errors are the researcher’s own; therefore, constructive criticism and
Makassar, 5 Juli 2010
TITLE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PERSETUJUAN PEMBIMBING ... iii
PENGESAHAN SKRIPSI ... iv
ACKNOWLEDGEMENT ... v
LIST OF CONTENS ... viii
LIST OF TABLE ... x
LIST OF APPENDICES ... xi
ABSTRACT ... xii
CHAPTER I INTRODUCTION ... 1
A.Background... 1
B. Problem Statement... 2
C.Objective of the Research ... 2
D.Significance of the Research ... 3
E. Scope of the Research ... 3
CHAPTER II REVIEW OF RELATED LITERATURE ... 4
A.Previous Related Findings ... 4
B. Some Pertinent Ideas ... 6
CHAPTER III METHOD OF THE RESEARCH ... 20
A.Research Design ... 20
B. Population and Sample ... 20
C. Instrument of the Research... 21
D. Procedure of Collecting Data ... 21
B. Discussion ... 35
CHAPTER V CONCLUSION AND SUGGESTION ... 38
A.Conclusion ... 38
B. Suggestion ... 39
BIBLIOGRAPHY ... 40
APPENDICES ... 42
Table 2. The Students’ Interesting inLearning English……….. 28
Table 3. The Difficulties That the Students Found in Learning English ………… 29
Table 4. The Students’ Interesting in Learning Relative Clause………. 29
Table 5. The Students’ Opinion about Studying Relative Clause ……….. 30
Table 6. The Students’ Understanding in Learning Relative Clause ………. 31
Table 7. The Students’ Opinion about the Teachers’ Method which was Used in
Learning Relative Clause ……… 31
Table 8. The Students’ Frequency to Get Assignment from the Teacher in Using
Relative Clause ……….. 32
Table 9. The Students’ Cooperation in Doing Exercises ……… 33
Table 10. The Books’ Supplying That Support the Students’ Learning Process
Especially English Books ……… 33
APPENDIX B. Test of Research……… 43
APPENDIX C. Key Answer ……….. 49
Title : The Students Ability in Using Relative Clause at the Second Year Students of SMAN 1 Maiwa Enrekang
Consultant I : Dra. Djuwairiah Ahmad, M. Pd., M. TESOL Consultant II :Dra. Kamsinah, M. Pd. I
This thesis explained about the students’ ability and their problems in using
relative clause.
The problem statements of the research are: (1) What is the students’ ability in
using relative clause and (2) what are the students’ problems in using relative clause. The objective of the research was to find out the students’ ability and their
problems in using relative clause at the second year of SMAN 1 Maiwa Enrekang. This research applied descriptive method.
The population of the research was the second year students of SMAN 1 Maiwa Enrekang that consist of 135 students and the sample consist of 30 students who taken randomly. In collecting data, the research used two kinds of instruments, namely: (1) objective test and (2) questionnaire. The objective test used to find out
the students’ ability in using relative clause and questionnaire was to find out the students’ problem in using relative clause.
The result of the data indicated that the second year students of SMAN 1 Maiwa have low mastery the relative clause. The mean score of the students in the
CHAPTER I
INTRODUCTION
A.Background
Language is very necessary in daily life, moreover at the modern period.
Every country has something to do with the other person. In this case, it cannot be
denied that language has an important role in communication, because it is a tool
of communication.
In English language there are four skills, such us speaking, listening,
writing and reading. These skills support each other and they cannot be isolated.
The elements of the language such us vocabulary and grammar must also be taught
to the students as the basic knowledge to words the English use and skill. Through
the study of grammar, students would become more familiar with the grammar of
their native language and that this familiarity would help them understand, so they
can speak and write better.
Arsyad (1996) states that relative clause is a group of words that consist of
subject and verb which is part of the other sentence, and the other statement that
clause is clause that has function as adjective and explain noun or pronoun,
Kardimin (2005). Unfortunately, English grammar sometimes makes Indonesian
students confused because it is different from the grammar of their mother tongue, so that the ability of the Indonesian’s students in grammar still low. One element
of the English grammar that the students need to know is relative clause or
adjective clause.
In a relative clause tells us which person or thing (or what kind of person or
thing) the speaker means (Murphy, 1994). So that, know this material make the
students easy to understand what the speaker means.
Many students have learned about relative clause but still failed because
they do not know how to use it. So, because of it the researcher inspires to do a
research entitled “The Students’ Ability in Using Relative Clause at the Second
Year of SMAN 1 Maiwa Enrekang”.
B.Problem Statements
Based on the previous background, the researcher formulates research
questions as follows:
1. What is the students’ ability in using relative clause at the second year of
SMAN 1 Maiwa Enrekang?
2. What are the students’ problems in using relative clause at the second year of
SMAN 1 Maiwa Enrekang?
C.Objective of the Research
Based on the problem statement above the researcher determines the
1. To find out the students’ ability in using relative clause at the second year of
SMAN 1 Maiwa Enrekang.
2. To find out the students’ problems in using relative clause at the second year of
SMAN 1 Maiwa Enrekang.
D.Significance of the Research
The result of the research is expected to be useful information for the
English teachers especially for the English teachers of SMAN 1 Maiwa Enrekang.
E.Scope of the Research
By discipline of the research, the researcher focuses the scope on the
students’ ability and their problems in using relative clause at the second year of
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some previous related research findings and some
pertinent idea.
A.Some Previous Related Findings
Latif in Sahrir (2003), the grammatical structure is knowledge of how to
built sentences, it is important to teach the students as the basic framework to use
English. As the knowledge of grammatical structure, it enable the students to built
meaningful production in order to communicate effectively, to correct and
eliminate the interference and errors in their communication, to develop their
language skills, and easily comprehend and English text.
Sudrajat in Sahrir (2003), as one element of English grammatical structure
is necessary, because the mastery of English is impossible without dealing with it
well. One who has sufficient grammatical knowledge can master English more
easy, she/ he is not encounter so many difficulties in using English grammatically
in her or his communication, because she or he know pattern.
Lado in Rostini (2006) states that the knowledge of grammatical structure
of English for a foreign student is the basic frame work to build the students to
Nasaruddin (2005) says that, the second year students of MAN- 2 Sinjai
Timur have fair ability to make direct and indirect speech. It was proved by they
mean score namely, 5.76. That caused by the students do not get enough
explanation, practice, exercises, guidance, and motivation on direct and indirect
speech.
Rostinah (2004) says that, the students’ ability at SMU Negeri 1 Bontotiro
Bulukumba in using relative clause were very poor. It was proved by the mean
score namely, 35.1. She found that the kinds of relative clause were most difficult
for the students based on their incorrectness score were, whose (89.18 %), where
(93.43 %) and when (94.84 %). The kinds of adjective clause were easier for the
students based on their incorrectness score were, which as subject (46.81 %),
which as object (56.68 %), who (51.5 %), that as subject (56.68 %), that as object
(60.5 %), whom (61.49 %).
Lado in Rostini (2006) states that, there were some additional for the
importance of teaching grammar:
1. The grammar of foreign language is different and a new matter for students.
When his native language rulers applied, he must make inference and or errors.
This brings a new problem in this foreign language.
2. The learner is unable to recall precisely all foreign language sentences that he
has learn to be used in communication. He has to know grammar to build
B.Some Pertinent Ideas
1. Definition of Adjective Clause
Murphy (1994) states that, a relative clause/ adjective clause tells us
which person or thing (or what kind of person or thing) the speaker means.
Azar (1999) states that an adjective clause is a dependent clause that
modifies a noun.
Arsyad (1996) states that relative clause is a group of words that consist
of subject and verb which is part of the other sentence.
Frank (1972) states that in adjective clause, a full subject and predicate
is changed by means of a special introductory word which has the same referent
as the preceding noun or pronoun.
Kardimin (2005) states that relative clause is clause that has function as
adjective which explain noun or pronoun.
Based on the definition previous, the researcher concludes that relative
clause is a clause that explains and gives information about a noun. Adjective
clauses are introduced by the following word: who, whom, which, whose, that,
where, and when.
2. Types of Relative Clauses
Frank (1972) states that, an adjective clause may be classified according
to the antecedent that the introductory word refers to.
a. Person
Example:
1) As subject
- He gave the present to the woman who (or that) had helped him. - The woman who (or that) bought a book was very kind.
- John who (or that) helped me, passed in examination.
- The handsome man who (or that) sat beside you was my cousin. - The teacher who (or that) teaches you was very smart.
2) As object of verb
- He met the man whom (or that) you helped yesterday. - The child whom (or that) you gave candy was cried. - John whom (or that) he helped passed in examination. - The students whom (or that) you taught were very smart. - The doctor whom (or that) you met was my brother. 3) As object of preposition
- He paid the man fromwhom he had borrowed the money. - The man from whom I borrowed this book was very kind. - The woman whom he looking at was beautiful.
4) As possessive adjective
- He is the man whose car I borrowed yesterday. - She is the woman whose husband died last night. - He is the man whose car was stolen.
b. Thing
Here relative pronoun was used: which or that.
Example:
1) As subject
-Here is the pen which (or that) color full. -This is the picture which (or that) very beautiful. -This is the book which (or that) describes city. 2) As object of verb
-Here is the pen which (or that) my mother bought yesterday. -That is the picture which (or that) he had drawn.
-This is the cat which (or that) I like very much. 3) As object of preposition
-She was wearing the coat for which she had paid very expensive. -The music to which we listened yesterday was good.
-The cat at which we looking yesterday was funny.
c. Time
Example:
-Monday is the day when we meet together. -08:00 is the time when my plane was arrived.
d. place
Example:
-This is the city where I was born.
-Here is the restaurant where we ate together.
-That is the island where we spent vacation together.
3. Position of Adjective Clauses
The normal position of adjective clause is immediately after the noun or
pronoun to which it refers.
Example: - The man who gave me present is very kind. -The seller who sells flowers is very kind. -The book which she bought is very expensive. -He is the man whom I know you can trust. -She is the writer whose book you have read.
However, sometimes a prepositional phrase or a participial phrase may
intervene. Where such a phrase intervenes, the antecedent of the adjective
clause may be ambiguous. For example: the dean wrote to the parents of the
students who had helped with the annual carnival, it is not clear whether the
antecedent of who is the parents or the students, Frank (1972).
Occasionally an adjective clause referring to the subject comes after the
verb, especially when antecedent is a pronoun.
Example: - Everyone came who could afford the price of the ticket.
4. Kinds of Adjective Clauses
There are two kinds of relative clause: defining relative clause and non-
defining relative clause.
a. Defining Relative Clause
Kardimin (2005), defining relative clause is relative clause which gives
necessary information about antecedent.
Thomson (1986), defining relative clauses usually follow the + noun, but they can also be used with a/ an + noun, plural noun without the and the pronoun all, none, anybody, somebody, and those.
The noun or pronoun in these cases is usually the object of a verb or
preposition:
-I met someone who said he knew you. -I met her who gave you present.
-A grandfather who came here yesterday is my family. -He knows everybody who ever came in his home.
Thomson (1986) notices that there was no comma between a noun and a
defining relative clause.
Allen (1947), defining relative:
PEOPLE THINGS
SUBJECT who [that] that [which]
OBJECT (that) (that)
POSSESSIVE whose of which [whose] Example:
SUBJECT
-The man who wrote this poem is a doctor.
-The beautiful girl who cooked this soup is a cooker. -The book which is on the table is mine.
OBJECT
-The man whom you met yesterday was a doctor. -The radio which he bought was big.
- The book that I put on the table was mine.
PREPOSITIONAL
-The man that you spoke to yesterday was a doctor. - The music that you listened to yesterday was funny.
-The book which you were looking at just now belongs to me.
POSSESSIVE
-The man whose name I always forget is a doctor. -He is the student whose bag is red.
-He is the producer whose movie you watched yesterday.
b. Non- Defining Relative Clause
Kardimin (2005), non- defining relative clause is relative clause which
Allen (1947), Non- defining relative:
PEOPLE THINGS
SUBJECT , who , , which , OBJECT , whom , , which ,
PREPOSITION , prep + whom , , prep + which , POSSESSIVE , where , , whose ,
Relative clauses in these cases give us extra information about the
person or thing. We already know which thing or person is meant.
Example:
SUBJECT
-My mother, who is over 50 years, still plays badminton.
-His brother, who lives in California, came to visit him recently. -The coffee, which had been boiling for a long time, tasted rancid.
OBJECT
-Miss Lidya, whom you helped yesterday, is a doctor. -The girl, whom he knows, was very charming.
-Yesterday I met Cerry, whom I had not seen for a long time.
PREPOSITION
-The man, that you spoke to yesterday, was a doctor. -The music, which you listened to yesterday, was funny
POSSESSIVE
-Mr. Ridwan, whose father I met last night, is a good teacher.
-The producer, whose movie you watched last night, is very professional. -Amy, whose motorcycle had broken, was in very bad mood.
5. The Used of Relative Pronoun in Relative Clauses a. Using Who and Whom
Example:
1) The woman –she sits beside me – is a doctor. who
The woman who sits beside me is a doctor.
In example above, she is a subject pronoun. She refers to “the women.”
To make a relative clause, change she to who. Who is a subject pronoun.
Who refers to the woman. 2) The woman – I met her– is a doctor. whom
The woman whom I met is a doctor.
In example above, her is a object pronoun. Herrefers to “the women.”
To make a relative clause change her to whom.
3) The child –he cried beside me – was very cute who
In example above, he is a subject pronoun. He refers to “the child”, to
make a relative clause, change he to who. Who is subject pronoun, who
refers to the child.
b. Using Who, Who(m), and That
Frank (1972), relative pronoun who (whom for object, whose for possessive) refers to persons (also pets); which refers to things. That may refer to persons or things. That does not appear after a preposition.
Some authorities claim that, that should refer only to things and that in formal prose only which is appropriate to denote things. However, this “rules” are largely ignored in the United States. It would probably be more
in accord with actual usage in this country to say that, with nonrestrictive
clauses referring to things, the choice between that and which is merely one of style; thatis chosen if a “lighter” structure word is desired, and which if a “heavier” one is preferred.
Example:
1) The waiter was friendly. He served us dinner who
that
-The waiter who served us dinner was friendly. -The waiter that served us dinner was friendly.
2) The waiter was friendly. I met him
whom that
-The waiter whom I met was friendly. -The waiter that I met was friendly.
Azar (2003), who(m),that can be used as the object in adjective clause. 3) The man woman was Latifa. I saw her
whom that
-The woman whom I saw was Latifa. -The woman that I saw was Latifa
c. Using Which and That
Example:
1) The book is mine. It is on the table which
that
- The book which is on the table is mine. - The book that is on the table is mine.
Azar (2003) states that, which used for things, that is used for both people and
2) The books were expensive. I bought it
which that
-The books which I bought were expensive. -The books that I bought were expensive. 3) The cake was very delicious. We ate it last night
which that
-The cake which we ate last night was very delicious. -The cake that we ate last night was very delicious.
d. Singular and Plural Verb
Example:
1) I know the girl who is singing there.
Verb in example above, (is) is singular because who refers to a singular
noun, “girl.”
2) I saw a tool which is used to cut wood.
Verb in example above, (is) is singular because which refers to a singular noun, “tool.”
3) I know the girls who are singing there.
Verb in example above, (are) is plural because who refers to a plural noun, “girls”.
Verb in example above, (play) is plural because who refers to a plural
noun, “athletes.”
e. Using Preposition
Azar (2003) states that, in an adjective clause, whom, which and that
can be used as the object of a preposition.
Azar (2003) states that, in very formal English the preposition comes
at the beginning of the adjective clause. Usually, however, in everyday
usage, the preposition comes after the subject and verb of the adjective
clause. If the preposition comes at the beginning of the adjective clause, only
whom or which may be used. Example:
1) She is the woman. I told you about her
whom that
-She is the woman about whom I told you. Atau:
-She is the woman whom I told you about.
2) Aulia likes the family. She is living with them
whom that
- Aulia likes the family whom she is living with. Atau:
f. Using Whose
Whose is used to show possession. It carries the same meaning as other possessive pronouns used as adjective: his, her, its, and their. Like his,
her, its, and their, whose is connected to a noun:
His pencil whose pencil
Her composition whose composition
Azar (1989) states that, both whose and the noun is connected to are placed at the beginning of the adjective clause. Whose usually modifies “people”
but it may also be used to modify “things”.
The examples of using whose in adjective clauses:
1) I know the man. His house was destroyed. whose house
-I know the man whose house was destroyed. 2) She is the girl. Her book I borrowed.
whose book
-She is the girl whose book I borrowed. 3) Here is the police. His gun was lost whose gun
-Here is the police whose gun was lost
g. Using Where
Azar (1989) states that, where is used in an adjective clause to
Example:
-The room is very beautiful. He sleeps there.
The room where he sleeps is very beautiful.
-The books store was so far. She bought books there
The books store where she bought books was so far. -That is the river. I swimming together my friends
That is the river where I swimming together my friends.
h. Using When
Azar (1989) states that, when was used in adjective clause to modify a
noun of time (year, day, time, century, etc).
Example:
- I’ll never forget the day. I met you.
I’ll never forget the day when I met you. - This is the year. We will make a small party
This is the year when we will make a small party. - This is the year. We promise to meet again
CHAPTER III
METHOD OF THE RESEACH
This chapter deals with the research design, population and sample,
instrument of the research, procedure of collecting data, and technique of data
analysis.
A.Research Design
The method that was used in this research was descriptive. It described the
students’ ability and their problems in using relative clause at the second year of
SMAN 1 Maiwa Enrekang.
B.Population and Sample 1. Population
The population of the research was the second year students of SMAN 1
Maiwa Enrekang in the academic year of 2010-2011. It consisted of five
classes, they were: IPA I: 31 students, IPA II: 31 students, IPA III: 29 students,
IPS I: 18 students and IPS II: 26 students. The total population of the second
year Students of SMAN 1 Maiwa Enrekang was 135 students.
2. Sample
Arikunto (2006) Sample is most of population in who are researched, in
this research the method of taking sample was used random sampling, which
member of population to be sample, Tiro (2000: 3). The number of the sample
in this research was 30 students.
C.Instrument of the Research
There were two kinds of instrument that were used in this research. They
were objective test and questionnaire. The test was used to find the students’
ability in using relative clause and the questionnaire was used to find the students’
problems in using relative clause.
D.Procedure of Collecting Data
Collecting this thesis, the researcher collected data through three steps
namely:
1. Preparation Phase
In this step the researcher did introduction study to the object that would
be research, the researcher contacted the headmaster of the school and also the
English teacher of the class. After that the researcher continued by doing
literature study by analyzing some books that connected with this thesis. After
that the researcher made and looked for instrument of the research that would
be given to the students of SMAN 1 Maiwa Enrekang.
2. Collecting Data
In this step the researcher did a field research. Field research is a method
The researcher collected the data from the students’ work, namely from
the objective test and questionnaire, the procedure did as follows:
a. Firstly, the researcher contacted the teacher of the class
b. The researcher explained first how to work out the objective test and
questionnaire as well as and told them the time to do the test.
c. The researcher distributed the instruments to the students.
d. The researcher asked the students to do the test and may continue doing
questionnaire.
e. Finally, the researcher collected the answer sheets from the students.
3. Processing Data
After the researcher got the data from the research object, the researcher
processed it to be discussed in this thesis.
E.Technique of Data Analysis
In this research, the researcher used descriptive method and analyzed the
data collection through test and questionnaire. The data was obtained from the test
and then was analyzed quantitatively as follows:
a. Scoring the students correct answer of the test
Students’ correct answer
score = x 10 total number of item
b. Calculating the mean sore of the students in using English articles by using the
following formula:
∑
Where: = mean score
∑ = sum of all score
N = total number of subject
(Gay, 1981)
c. Classifying the students’ score into seven levels, which fall into seven
classifications: Depdikbud (1985: 6).
No. Classification Score
d. The data from the questionnaire will be analyzed by using percentage
technique. The formula is as follows:
P = x100 N
n
Notation:
% : Percentage
n : Frequency
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of two sections. The first section deals with the finding
of the research, and the second section deals with the discussion of the research.
A.Findings
1. The presentation of the data analysis collected through the test
For the purpose of classifying and tabulating the data into percentage
rate, the score of each item of the test is firstly determined. This test consists
of 25 items, and the score of each item is one point. To know the score of the
students, the score of each item (25) is multiplied with the correct answer
made by the students.
Table 1. Rate Percentage of the Students Score in Relative Clause
No Classification Score Frequency Percentage
The table above shows that of 30 students, no one got excellent score, 1
(3.33 %) of them got very good and good score, no one got fairly and fair
score, 13 (43.33 %) of them got poor score, and 15 (50 %) of them got very
poor. This means that the goal of teaching and learning English structure is
still far away from the required target.
The total aim of the score of the students in using relative clause
objective test is 110.8, and the total numbers of the students who have been
researched are 30 persons. So, to find out the students mean score, this
research uses following formula:
∑
Where:
= mean score
∑ = sum of all score
N = total number of subject
Notation: ∑
=
Having seen the calculating above, it can be concluded that the second
year of IPA students of SMAN 1 Maiwa, cannot understand how to use
relative clause well. This is proved in the calculation above that the mean
score of the students is 3.69. consequently, based on the classification of the
score in advice, the score above is classified as”poor”.
The students’ score in using relative clause
Number of
respondent Number of item
19.
2. Data analysis collected through the questionnaire Table 2.
The Students’ Interesting in Learning English
No Classification Frequency Percentage
The table above shows that from 30 respondents, 8 (26.66 %) of them
were very interested, 19 (63.33 %) of them were interested, 2 (6.66 %) of them
were uninterested and 1(3.33 %) of them were strongly uninterested.
Based on the analysis above, the researcher concludes that most of the
students were interested in learning English.
Table 3.
The Difficulties that the Students Found in Learning English
No Classification Frequency Percentage
1.
students said always found difficulties in learning English.
Table 4.
The Students’ Interesting in Learning Relative Clause
No Classification Frequency Percentage
2.
The table above shows that from 30 respondents, 2 (6.66 %) of them were
very interested, 19 (63.33 %) of them were interested, 9 (30 %) of them were
uninterested, and no one of them were strongly uninterested.
Based on the analysis above, the researcher concludes that most of the
students were interested in learning relative clause.
Table 5.
The Students’ Opinion about Studying Relative Clause
No Classification Frequency Percentage
1.
very difficult, 21 (70 %) of them said difficult, 3 (10 %) of them said easy, and
no one of them said very easy.
Based on the analysis above, the researcher concludes that most of the
Table 6.
The Students’ Understanding in Learning Relative Clause
No Classification Frequency Percentage
1.
The table above shows that from 30 respondents, no one of them strongly
understand, 12 (40 %) of them understand, 16 (53.33 %) of them not
understand, and 2 (6.66 %) of them strongly not understand in learning relative
clause.
Based on the analysis above, the researcher concludes that most of the
students not understand in learning relative clause.
Table 7.
The Students’ Opinion about the Teachers’ Method which in Learning Relative Clause
No Classification Frequency Percentage
The table above shows that from 30 respondents, 2 (6.66 %) of them were
strongly like, 5 (16.66 %) of them were like, 22 (73.33 %) of them were dislike,
and 1 (3.33 %) of them were strongly dislike with the teachers’ method in
learning process.
Based on the analysis above, the researcher concludes that most of the
students were dislike with the teachers’ method in learning English.
Table 8.
The Students’ Frequency to Get Assignment from the Teacher in Using RelativeClause
No Classification Frequency Percentage
1.
said always, no one of them said seldom, 16 (53.33 %) of them said sometimes,
and no one of them said never got assignment from their teachers.
Based on the analysis above, the researcher concludes that most of the
Table 9.
The Students’ Cooperation in Doing Exercises
No Classification Frequency Percentage
1.
sometimes, and 1 (3.33 %) of them said never doing exercise with their friends.
Based on the analysis above, the researcher concludes that most of the
students said sometimes doing exercise with their friends.
Table 10.
The Resources that Support the Students’ Learning Process
No Classification Frequency Percentage
The table above shows that from 30 respondents, 1 (3.33 %) of them said
strongly support, 4 (13.33 %) of them said support, 22 (73.33 %) of them said
not support and 3 (10 %) of them said strongly support.
Based on the analysis above, the researcher concludes that most of the
students said not support.
Table 11.
The Students’ Lack in Learning Relative Clause
No Classification Frequency Percentage
1. 2. 3. 4.
Lack of time to studying Lack of exercise from teacher Lack of explanation from teacher Lack of books
because of lack of time to studying, 4 (13.33 %) of them said because of lack of
exercise from teacher, 8 (26.66 %) of them said because of lack of explanation
from teacher, and 15 (50 %) of them said because of lack of books which
support in learning English.
Based on the analysis above, the researcher concluded that most of the
students obstructed because of less of books which support in learning English.
B.Discussion
This part, the writer would like to discuss the result of the data analysis
which is expected mainly to relate with the description of this research. The
discussion consists of some problems that have relation to the data analysis that
the writer took from the two instruments, namely: objective test and questionnaire.
1. Data Analysis of Objective Test
Based on the result of data analysis , from the objective test, no one of the
students obtain excellent, very good and good score only 1(3.33%). There were
not students got fairly good and fair score, 13 (43.33%) students got poor score
and 15 (50%) students got very poor score.
Based on the result, it can be shown that the students’ mastery of relative
clause is low, and it can prove that from five classes students only one student
(3.33%) got very good and good score and there were not students got excellent
score, 13(43.33%) students got poor score and 15 (50%) students got very poor
score. The mean score of the students is 3.96, and based on the classification of
the score in advice, it is classified as poor score. This findings is supported by
Rostinah (2004) who found that the students’ ability SMU Negeri 1 Bontotiro
Bulukumba in using relative clause were very poor. It was proved from the
students’ mean score is 35.1. She found that the kinds of relative clause were
most difficult for the students based on their incorrectness score were, whose
(89.18 %), where (93.43%), and when (94.84 %). The kinds of relative clause
subject (46.81 %), which as object (50. 4 %), who (51.5 %), that as subject
(60.5 %), that as object (56.68 %), whom (61.49 %).
2. Data Analysis of Questionnaire
According to Nasaruddin (2005) stated that, the second year students of
MAN-2 Sinjai Timur have fair ability to make direct and indirect speech. It is
proved by the mean score namely, 5.76. That caused by the students do not get
enough explanation, practice, exercises, guidance, and motivation on direct and
indirect speech.
From table 2, shows that from 30 respondents, 8 (26.66 %) of them were very interested, 19 (63.33 %) of them were interested, 2 (6.66 %) of them were
uninterested and 1 (3.33 %) of them were strongly uninterested. Based on the
analysis, most of the students felt interested in learning English, although they
always found difficulties in learning English (see table 3).
Table 4, shows that from 30 respondents, 2 (6.66 %) of them were very interested, 19 (63.33 %) of them were interested, 9 (30 %) of them were
uninterested, and no one of them were strongly uninterested. Based on the
analysis, most of the students were interested in learning relative clause,
although their opinion about studying relative clause was difficult (see table 5).
Table 6, shows that from 30 respondents, no one of them strongly understand, 12 (40 %) of them understand, 16 (53.33 %) of them not
clause. Based on the analysis, most of them said not understand in learning
relative clause, because most of them said dislike with the teachers’ method in
learning relative clause, (see table 7).
Table 8, shows that from 30 respondents, 14 (46.66 %) of them said always, no one of them said seldom, 16 (53.33 %) of them said sometimes, and
no one of them said never get assignment from their teachers. Based on the
analysis, most of them said sometimes got assignment from their teachers, so it
also makes them sometimes made cooperation in doing exercises (see table 9).
Table 10, shows that most of the students said that the resources that support their learning process especially English book is not support, and based
on the table 11, shows that the students’ lack in learning relative clause is lack
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section deals with the
conclusion of the finding of the research, and the other one deals with suggestion.
A.Conclusion
Based on the finding and discussion in the previous chapter in this study,
the researcher concludes that the students’ mastery of relative clause is low, it can
be proved by from 30 students only one student (3.33%) got very good and good
score and there were not students got excellent score, 13(43.33%) students got
poor score and 15 (50%) students got very poor score. The mean score of the
students is 3.96, and based on the classification of the score in advice, it is
classified as poor score.
From the analysis of the data obtained through the questionnaire, the researcher finds out some problems that influence the students’ mastery in using
relative clause:
1. The students’ opinion about studying relative clause is difficult.
2. The students do not understand in learning relative clause, because they dislike
with the teachers’ method.
3. The teachers just sometimes give the students assignment, so it also makes the
students sometimes make cooperation in doing exercises.
4. The resources in school are limited.
B.Suggestion
By looking at the conclusion of the research stated above, the writer believes
that the mastery of the third year students of SMAN 1 Maiwa in using relative
clause can be improved. This can be achieved by doing the following things:
1. Many students still complained about English grammar as a difficult lesson, so
he teacher should teach in some various ways of teaching and use technique in
teaching grammar.
2. The students should learn how to use relative clause correctly.
3. The school should prepare sufficient books in the library especially English
BIBLIOGRAPHY
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Arsyad, Azhar. 1996. Improve Your English Structure. Jakarta: P.T. Al-Qushwa.
Azar, Betty. S. 2003. Fundamental of English Grammar. United States of America: Longman.
Azar, Betty. S. 1989. Understanding and Using English Grammar. United States America: Prentice Hall Regents.
Depdikbud. 1985. Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk
Pelaksanaan Sistem penilaian. Jakarta: DEPDIKBUD.
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for Intermediate Students. New York: Cambridge University Press.
Nasaruddin. 2005. The Ability of the Second Year Students of MAN 2 Sinjai Timur to Use Direct and Indirect Speech. Thesis Tarbiyah UIN Alauddin Makassar.
Rostinah. 2004. The Ability to Use Relative Clause by the Third Year Students of
SMU Negeri 1 Bontotiro Bulukumba. Thesis UNISMUH.
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Sahrir, Muhammad. 2003. Teaching Passive Voice to the Second Year Students of
Madrasah Aliyah Manongkoki Takalar. Thesis Tarbiyah UIN Alauddin
Makassar.
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APPENDIX A.
The students’ score in using relative clause
Number of
respondent Number of item
APPENDIX B.
TEST OF RESEARCH
Keterangan
Daftar pertanyaan di bawah ini bertujuan untuk mengumpulkan data tentang
kemampuan siswa dalam penggunaan relative clause.
Untuk itu diharapkan memberikan jawaban yang sejujur-jujurnya sehingga
hasil penelitian dapat diperolah dengan seobjective mungkin, semua jawaban yang
anda berikan tidak akan mempengaruhi nilai bahasa Inggris anda.
Atas bantuan dan partisipasi anda, peneliti mengucapkan banyak terima kasih.
Petunjuk
1. Sebelum anda menjawab soal- soal di bawah ini, tulislah dahulu identitas
anda:
Nama: ………
Nim : ………
2. Jawablah pertanyaan- pertanyaan berikut dengan memberikan tanda silang
(X) pada huruf di depan jawaban anda, yang sesuai dengan pendapat anda
Pertanyaan
Choose the correct answer a, b, c or d.
1. The woman sits beside me is a teacher.
a. which c. whom
b. who d. where
2. The book
a. which is on the table is new.
b. who is on the table is new.
c. whom is on the table is new.
d. whose is on the table is new.
3. The place we spent our holiday was really beautiful.
a. when c. who
b. whom d. where
4. The boy bag is red is very polite.
a. who c. whose
b. whom d. which
5. “Who called you last night?”
“The child “.
a. which I help yesterday
c. I help him yesterday
d. whose I help yesterday
6. The man you give a book is blind.
a. whom c. which
b. who d. whose
7. “Who is she?”
“She is the girl book I borrowed”.
a. who c. which
b. whom d. whose
8. Rina : Do you know his father?
Dian: Yes, I do.
His father is the kind man gives you a parcel.
a. whom c. who
b. which d. whose
9. That is the jungle
a. who is the monkey lived.
b. where is the monkey lived.
c. which is the monkey lived.
d. whose is the monkey lived.
10.He is the producer film you watched yesterday.
a. whose c. whom
11.Yogyakarta I have studied there is very beautiful.
a. whose c. when
b. which d. where
12.John : which lady is the manager’s wife?
Alex : the beautiful one is wearing a red coat.
a. whose c. who
b. whom d. which
13.The chocolate cake I ate last night was very delicious.
a. whose c. who
b. which d. whom
14.He came here the bell rang.
a. when c. which
b. where d. whose
15.Do you know the man wife died yesterday?
a. who c. whom
b. which d. whose
16.Student will be awarded scholarship.
a. pass with excellent grades
b. they pass with excellent grades
d. to pass with excellent grades
17.The man is very rich.
a. that is car is new c. who car is new
b. whose car is new d. whom car is new
18.Why is November 1994 important in the history in Indonesia?
It was the month the APEC Conference was held.
a. when c. which
b. where d. that
19.“These are all the exercise books”.
Is yours?
a. Where c. When
b. Whose d. Which
20. Do you know a restaurant I can eat salad?
a. who c. where
b. whose d. when
21.I finally went back to town I was born.
a. when c. which
b. where d. whom
22.Hans has a dog follows him every day.
a. which c. whom
23.The dress Akeela bought was very expensive.
a. who c. whose
b. whom d. which
24.The book we borrowed yesterday is good.
a. who c. that
b. whose d. where
25.Mr. Ridwan house is near mine, will go to America.
a. who c. whom
APPENDIX C.
KEY ANSWER
1. B 6. A 11. D 16. C 21. B
2. A 7. D 12. C 17. B 22. A
3. D 8. C 13. B 18. A 23. D
4. C 9. B 14. A 19. D 24. C
APPENDIX D.
QUESTIONNAIRE OF RESEARCH
Keterangan
Daftar pertanyaan di bawah ini bertujuan untuk mengumpulkan data tentang
masalah yang dihadapi siswa dalam penggunaan relative clause.
Untuk itu diharapkan memberikan jawaban yang sejujur-jujurnya sehingga
hasil penelitian dapat diperolah dengan seobjective mungkin, semua jawaban yang
anda berikan tidak akan mempengaruhi nilai bahasa Inggris anda.
Atas bantuan dan partisipasi anda, peneliti mengucapkan banyak terima kasih.
Petunjuk
1. Sebelum anda menjawab soal- soal di bawah ini, tulislah dahulu identitas
anda:
Nama: ………
Nim : ………
2. Jawablah pertanyaan- pertanyaan berikut dengan memberikan tanda silang
(X) pada huruf di depan jawaban anda, yang sesuai dengan pendapat anda.
Pertanyaan
1. Apakah anda tertarik dalam mempelajari bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Tertarik d. Sangat tidak tertarik
2. Apakah dalam mempelajari bahasa Inggris anda menemukan kesulitan?
a. Selalu c. Kadang- kadang
b. Jarang d. Tidak pernah
3. Apakah anda tertarik dalam mempelajari Relative Clause?
a. Sangat tertarik c. Tidak tertarik
b. Tertarik d. Sangat tidak tertarik
4. Apa pendapat anda tentang belajar Relative Clause?
a. Sangat sulit c. Mudah
b. Sulit d. Sangat mudah
5. Apakah anda mengerti penjelasan guru anda tentang Relative Clause?
a. Sangat mengerti c. tidak mengerti
b. Mengerti d. Sangat tidak mengerti
6. Apakah anda suka dengan metode pembelajaran yang diterapkan oleh guru
anda?
a. Sangat suka c. Tidak suka
7. Apakah guru anda selalu memberikan tugas bila selesai memberikan materi?
a. Selalu c. Kadang- kadang
b. Jarang d. Tidak pernah
8. Apakah anda selalu bekerja sama dalam mengerjakan tugas Relative Clause?
a. Selalu c. kadang- kadang
b. Jarang d. Tidak pernah
9. Apakah sarana dan prasarana yang tersedia di sekolah anda cukup menunjang
proses belajar mengajar, khususnya pelajaran bahasa Inggris?
a. Sangat menunjang c. Tidak menunjang
b. Menunjang d. Sangat tidak menunjan
10.Hambatan apa saja yang anda hadapi dalam mempelajari Relative Clause?
a. Kurangnya waktu untuk mempelajarinya.
b. Kurangnya latihan dari guru.
c. Kurangnya penjelasan dari guru.
CURRICULUM VITAE
The researcher, Husni, was born on April 30th 1987 in
Maroangin Kab. Enrekang, South Sulawesi. She is the fifth daughter of
four sisters and three brothers from marriage Haruna and Nuria.
In 1993, she started her education in SDN 126 Sarassang Kec. Maiwa Kab.
Enrekang and graduated in 1999. She continued her study in SLTP Negeri 1 Maiwa
Kab. Enrekang and graduated in 2002. And then she continued her study in SMAN 1
Maiwa Kab. Enrekang and graduated in 2005. In 2006 she was accepted as a student
in English Education Department, Tarbiyah and Teaching Training Faculty State
